Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

Ramkissoon, Parmeswar; Belle, Louis Jinot; Bhurosy, Trishnee

doi:10.11591/ijere.v9i4.20692

Cited by 41 publications

(44 citation statements)

References 14 publications

(16 reference statements)

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“…While some elements of good teaching do cut across physical and virtual classrooms, online teaching also requires distinctive instructional strategies to promote engagement. Previous research carried out in Mauritius, where a majority of our participants were based, has identified a need for academics to move towards more social constructivist (knowledge construction through interaction with others)., connectivist (networking), and heutagogical (student-centred, self-determined) instructional approaches to promote student engagement (Ramkissoon et al 2020). Gilly Salmon's e-tivities mentioned earlier (Salmon 2013) provide an appropriate framework which academics can use to promote more active online learner participation through a scaffolded approach, whereby learners receive more initial support which is gradually relinquished as they take greater ownership of their learning.…”

Section: Discussionmentioning

confidence: 99%

Educational disruptions during the COVID-19 crisis in Small Island Developing States: Preparedness and efficacy of academics for online teaching

Seetal¹,

Gunness

Teeroovengadum

2021

Int Rev Educ

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COVID-19 has caused a global rush of universities to transfer their courses online to maintain continuity in student teaching and learning. The study presented in this article investigated the preparedness of academics in Small Island Developing State (SIDS) universities for shifting to emergency online teaching. To examine the impact of preparedness and other factors on the efficacy of academic staff in performing their work duties during the pandemic, the research team collected data from 75 respondents who filled in a questionnaire. In addition, they conducted semi-structured online interviews with a subsample of 5 respondents. They found that most academics had the necessary tools and infrastructure to teach online, including access to reasonably fast internet connections. However, many of them lacked adequate training in applying the use of technology to teaching, which limited their preparedness for developing e-learning activities. Thus, the study found that, insufficient competence in using educational technologies and inadequate university support impacted academics' work efficacy significantly. This impact was less pronounced for staff who had prior online teaching experience, which suggests that their pre-pandemic experiences lessened their dependence on support for online teaching when the sudden need arose. The authors' thematic analysis similarly found academics' uneven familiarity with technology and the need for more "at-the-elbow" technological support during crises to be significant, as well as a need for more leadership to deal with complex situations. Based on their findings, the authors conclude that greater preparedness for online teaching -and thus improved efficacy -might be achieved through a balanced mix of independent learning (by doing) on the part of academic staff and customised and targeted formal professional learning (through training provided by the university).

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Section: Discussionmentioning

confidence: 99%

Educational disruptions during the COVID-19 crisis in Small Island Developing States: Preparedness and efficacy of academics for online teaching

Seetal¹,

Gunness

Teeroovengadum

2021

Int Rev Educ

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“…Online learning showed a result of low motivation related to the low learning attitude in language learning (Ramkissoon et al, 2020;Satyawan et al, 2021). Losing motivation happens when students lose their time management skills because of the learning environment that does not let the learners learn in a conducive condition (Chepy et al, 2016;Suardana & Simarmata, 2013).…”

Section: Discussionmentioning

confidence: 99%

Students Challenges in Learning English Online Classes

Widayanti¹,

Suarnajaya²

2021

JPBI

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Not all teachers can operate computers or gadgets in online learning activities. Another problem is that the teacher finds it difficult to control every activity and student response to the material. This is due to the absence of learning discussions and the absence of students in the middle of the class. The purpose of this study is to analyze the challenges encountered during online English learning. This type of research is qualitative. This study uses library research methods with library research procedures guidelines. The technique used to collect data is the reduction technique—sources of data derived from scientific articles. The result of the study is that bold learning during the Covid-19 outbreak provides many challenges for students to follow. Internal factors can trigger external problems and vice versa. Internal factors that come from within students include motivation, learning attitudes, study habits, and personal practice. External factors that come from outside the students themselves are related to the environment around students. External factors include the media used by students and the environment in terms of financial problems and the learning environment. Therefore, online learning is still lacking, and other solutions are needed to improve the quality internally and externally.

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“…Another finding of this study revealed that mostly the students frequently use Discussion forum, Messenger/twitter/Facebook/WhatsApp, Chat room, Video and Facetime/Skype/Zoom may due to their online learning experience in daily bases with their lectures. The reason of high percentage of students' preference might be well explained by [19] who discovered in their study that students preferred due to facility for knowledge sharing and construction, interactivity, usability, respect for privacy and instant communication.…”

Section: Fig 2: Frequency Of Communication Tool Used By the Studentsmentioning

confidence: 98%

Uncovering Students’ Perception of Online Learning: A Case of EFL Undergraduate Students

Jemadi¹,

Selamat²,

Halum³

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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Online learning practices have gained much attention recently not only as a result of the developments in network technologies, but also due to the Covid-19 pandemic. While there have been many up-to-date studies examining the students' perception of online learning, there remains a need to examine it in a context of higher education students whose internet access in region is still limited. Therefore, the purpose of this study is to uncover the students' perception of online learning through quantitative research design. There were 226 students who participated in this study and responded to a five-Likert scale questions on their perceptions of online learning. Having computed and analyzed statistically the responses, the findings of this study reveal various perceptions of undergraduate students of online learning. In light of the finding of the present study, some pedagogical implications are discussed.

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Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

Cited by 41 publications

References 14 publications

Educational disruptions during the COVID-19 crisis in Small Island Developing States: Preparedness and efficacy of academics for online teaching

Educational disruptions during the COVID-19 crisis in Small Island Developing States: Preparedness and efficacy of academics for online teaching

Students Challenges in Learning English Online Classes

Uncovering Students’ Perception of Online Learning: A Case of EFL Undergraduate Students

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